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Microaggressions: Intervening in Three Acts Journal of Ethnic & Cultural Diversity in Social Work ISSN: 1531-3204 (Print) 1531-3212 (Online) Journal homepage: https://www.tandfonline.com/loi/wecd20 Microaggressions: Intervening in three acts Amie Thurber & Robin DiAngelo To cite this article: Amie Thurber & Robin DiAngelo (2018) Microaggressions: Intervening in three acts, Journal of Ethnic & Cultural Diversity in Social Work, 27:1, 17-27, DOI: 10.1080/15313204.2017.1417941 To link to this article: https://doi.org/10.1080/15313204.2017.1417941 Published online: 28 Dec 2017. Submit your article to this journal Article views: 1139 View related articles View Crossmark data Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=wecd20 JOURNAL OF ETHNIC & CULTURAL DIVERSITY IN SOCIAL WORK 2018, VOL. 27, NO. 1, 17–27 https://doi.org/10.1080/15313204.2017.1417941 Microaggressions: Intervening in three acts Amie Thurbera and Robin DiAngelob aDepartment of Community Research and Action, Vanderbilt University, Tennessee, USA; bDirector of Equity and Inclusion, Seattle Senior Services, Washington, USA ABSTRACT KEYWORDS The deleterious effects of microaggressions on members of mar- Community practice; ginalized groups are well documented. Less clear are the practice practice areas/fields; racial justice; social work skills needed to intervene when microaggressions take place, education and training particularly in ways that maintain strong relationships with stu- dents, colleagues, and/or clients. Furthermore, too often discus- sions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may also perpetrate or be targets of injustice. Using vignettes from our practice experience, we provide guiding prin- ciples for constructive microaggression intervention from three key social locations: perpetrator, witness, and target. Robin is in town for a visit. We meet for dinner, then walk to the local ice cream shop. The sign at the entrance proudly lists the shops’ signature flavor: Trailer Trash. It stops Robin cold. As I look at my friend, who has shared and written openly about the physical and psychological pain of being raised with- out enough money for food, dental care, and shoes that fit, she says, “Huh. So that’s what they think poor people are – human garbage.” From an ice cream shop to an master of social work (MSW) classroom, microaggressions occur everywhere, all the time. These seemingly small, osten- sibly singular acts of oppression permeate the lives of people of color and other marginalized groups. Ample testimony and empirical research make evident the ways that microaggressions compile and compound to have deleterious physical and mental health effects and to create hostile climates for members of oppressed groups (Sue et al., 2007). In an era when educators and employers alike are increasingly concerned with recruiting and retaining a diverse cohort and creating equitable conditions within our schools, communities, and institu- tions, it is widely recognized that human service professionals must be able to recognize microaggressions (Constantine, 2007;Sueetal.,2007). Less clear are the practice skills needed to intervene in these settings, particularly in ways that maintain strong relationships with students, colleagues, and/or clients. Even as our collective analysis of the causes and consequences of systemic inequalities CONTACT Amie Thurber [email protected] Department of Community Research and Action, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203-5721, USA © 2017 Taylor & Francis Group, LLC 18 A. THURBER AND R. DIANGELO becomes more complex, many people remain dissatisfied with their capacity to interrupt oppression in their everyday lives. In seeking to help answer that need, we also hope to complicate the question. In our experience as educators and practitioners, we (Amie and Robin) often witness microaggressions and must determine if, when, and how to respond effectively. As white people occupying these same roles, we also perpetuate microaggressions, which require a different set of skills related to critical reflex- ivity, accountability, and restorative action. Further, as women, a person raised poor (Robin) and a Jewish person (Amie), we are both at times targets of microaggressions. In these moments, we depend on yet another set of practices related to centering, discernment, and reclaiming voice. In the pages that follow, we present considerations for responding to microaggressions in three acts, addressing these three distinct social positions. In each case we introduce a vignette, drawn from our practice experience of being witness to, perpetrating and being the target of microaggression. We then offer core principles for responding in each type pf scenario. Intentionally broad, these principles serve to illuminate possibilities rather than proscribe specific responses. We then return to the vignette for each act, exploring how we applied these principles in a single, highly contextual, moment. Though the three vignettes are presented as singular examples, they are not anomalies. We selected stories that embody patterns we have experienced repeatedly working in diverse regions and practice contexts in the United States. Through the following dialectic process – moving between depth and breadth, between abstract and concrete – we hope to nuance human services professionals’ understanding of our responsibilities to students, clients, one another and ourselves in the face of microaggressions. Act 1: Witness My colleague Mary, an African American woman, and I are co-leading an anti-racism workshop for a mixed-race group. Mary is leading the section on internalized racial oppression. She prefaces by noting that it is a very sensitive to discuss internalized racism in the presence of white people, and asks the white participants to just listen. As she begins sharing some of the ways that people of color are impacted by racism, a white woman repeatedly interrupts to question her. Finally, in response to an example Mary provides of how people of color experience internalized racism, the white woman states, “I think it’s more complex than that.” These are familiar moments for most of us. We are sitting in a meeting, attending a conference, or teaching a class and somebody says something we find deeply problematic. We feel compelled to respond in some way, but are not sure what we should do. As a witness to microaggressions, there is no one right way to answer the questions of if, when, and how to respond, though there are some principles that may help us to discern our next steps. JOURNAL OF ETHNIC & CULTURAL DIVERSITY IN SOCIAL WORK 19 Rather than ask what will be gained by intervening, ask what will I lose by not acting Some people decide whether or not to respond to microaggressions based on their assessment of whether or not their intervention will make a difference. Unfortunately, you cannot fully know in advance the impact of your actions. Given the hopelessness many people feel in the face of systemic oppression, you will likely underestimate your ability to effect positive change. But acting in solidarity is in itself an intervention, even if you do it poorly or do not see immediate results. Speaking up, and the risk-taking that involves, can be empowering for witnesses to microaggressions. In situations in which you fear there may be repercussions because someone is present who holds more power in the specific context – a supervisor, for example – a different kind of courage is needed: the courage to elevate the decision to take righteous action above the possibility of backlash. Ultimately, this is a personal and ethical decision: Do I protect myself and collude with systemic oppression, or do I engage in liberatory practice and accept the risks that may go with it? Most often, all that is at risk is a moment of discomfort (and with practice, even this can dissipate over time). There is much more to lose by not acting: integrity; alignment of your values with your behaviors; the trust of those targeted by the microaggression, passive collusion with oppression and; peace of mind. Clarify your goals Discerning how and when to act is often determined by who you want to influence. Do you want to shift the understandings and/or actions of those perpetuating harm? Are you seeking to provide support to, stand in solidarity with, or protect those targeted? Are you concerned with raising the con- sciousness of and/or mobilizing other bystanders? Depending on who you want to reach, you may determine that immediate action is needed, or that additional time is needed to craft a strategic response. However, the stakes surrounding when to act and who to influence change when people are directly and immediately harmed by a microaggression. In these instances, inaction may signal agreement with the hurtful beliefs and behaviors, and an immediate intervention may be necessary to disrupt this collusion. Ground your actions in care Once you have decided if and when to act, you are left with determining how. What exactly do you say? If only we could offer a flow chart of possible responses to microaggressions: If the perpetrator is your supervisor, then…; if there are members of the target group in the room, then… but in reality, every situation is 20 A. THURBER AND R. DIANGELO unique and there are a multitude of possible responses. Even the most skillful response
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